Theories, teaching strategies, and instructional materials pertinent to teaching reading and writ... more Theories, teaching strategies, and instructional materials pertinent to teaching reading and writing in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas while addressing diversity and inclusion.
A name is the starting point to acknowledge the existence of ourselves and others in our lives. H... more A name is the starting point to acknowledge the existence of ourselves and others in our lives. However, we live in a society where name-based biases and discrimination have permeated. As transnational parent researchers, we examined our children’s names and naming practices through the practice of Suda [수다], which is an open-ended nonhierarchical conversational environment and deep/emotional storytelling, drawing on our own onto-epistemological stances. We intend to uncover implicit and hidden racial discourses against Asian/Asian American children’s names and naming practices through our children’s names and naming practices. The data reveal that our children’s names embrace our cultural beliefs, faiths, the wishes of parents, and family histories while being entangled with discrimination and racial discourses. Our children were also actively negotiating and (re)constructing their self-representation by having more than one name. This study provides implications regarding racially minoritized children’s names and naming practices in school and future research.
This chapter introduces TPACK development in higher education that can be applied to any colleges... more This chapter introduces TPACK development in higher education that can be applied to any colleges beyond colleges of education. Based on our experience of leadership, faculty development and our literature review, we argue that the creation of sound leadership structures aligned with the TPACK framework can promote sustainable faculty development. There are a growing number of cases that applied the TPACK framework in non-teacher-education programs. The TPACK framework can provide higher education faculty members with a comprehensive vision for technology integration in their face-to-face and online instruction. Learner-centered pedagogy has been emphasized for non-teacher-education faculty members’ professional development.
ABSTRACT This self-study explores the experiences and challenges that we as mothers of young chil... more ABSTRACT This self-study explores the experiences and challenges that we as mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what our children experienced through remote learning and how we tried to support their learning, we reflect on their former school experiences and our teacher education practices. To do this, we address the following two research questions: (1) What were our children’s experiences in remote learning during the pandemic?; and (2) What were our experiences as mothers and teacher educators in supporting our children’s remote learning during the pandemic? Adopting a collaborative self-study methodology, we collected stories of our experiences as mothers and teacher educators during our children’s remote learning. Our data were collected through participant observations, field notes, and artifacts that our children created, as well as learning materials received from their teachers and schools during the period. In addition, we recorded virtual conferences and wrote reflective journals. The suda approach, which was developed as a research method by the authors was used for data analysis. Originally from Korean culture, suda in simple English is ‘chatting extensively.’ It is different from small talk or chit-chat, though, as it can take a large amount of time, covering several stories in depth. The findings provide several implications for teacher education, school policy, and educational research.
International Journal of Educational Psychology, 2016
We challenge a common emphasis on documentation and assessment of learning for providing good edu... more We challenge a common emphasis on documentation and assessment of learning for providing good education: from the mainstream of neoliberal accountability movement to the progressive Reggio Emilia schools. We develop these arguments through discussing: 1) immeasurableness of education and learning, 2) students’ ownership/authorship of education and learning. We ground our conceptualization of educational assessment in critical dialogue, in a case of a student who requested assessment of her research project, and guided her peers and the teacher in providing different aspects of this assessment. We argue that documentation of learning on teacher’s demand leads to surveillance, discipline, distraction, teacher-student distrust, and robbing of students from ownership of their education and thus it is anti-educational
This collaborative autoethnography describes the multiple subject positions and dynamics of our i... more This collaborative autoethnography describes the multiple subject positions and dynamics of our identities as transnational female teacher educators. Decolonizing mainstream epistemology and resear...
Purpose The purpose of this study is to focus on the difference between perceptions of single and... more Purpose The purpose of this study is to focus on the difference between perceptions of single and married international students. Four aspects are discussed to explain this issue: comfort level of international students in a host environment, their cultural representation, language competence/barrier and major challenges related to the host community. Then their attachment process was discussed. Design/methodology/approach The study deployed a qualitative research methodology with purposeful sampling to gain a closer insight into the trails, experiences, feelings and perceptions of international students. Findings The findings in this qualitative research underscore the importance of the individual’s will to adjust to the host society, at the same time to preserve the valuable sense of ethnic and personal identity for each foreign student. The focus group interviews reveal that domestic students, are not necessarily hostile towards international students, but simply do not know how ...
Theories, teaching strategies, and instructional materials pertinent to teaching reading and writ... more Theories, teaching strategies, and instructional materials pertinent to teaching reading and writing in grades PK-3, with an emphasis on integrating reading, writing, speaking, and listening, as well as integration across content areas while addressing diversity and inclusion.
A name is the starting point to acknowledge the existence of ourselves and others in our lives. H... more A name is the starting point to acknowledge the existence of ourselves and others in our lives. However, we live in a society where name-based biases and discrimination have permeated. As transnational parent researchers, we examined our children’s names and naming practices through the practice of Suda [수다], which is an open-ended nonhierarchical conversational environment and deep/emotional storytelling, drawing on our own onto-epistemological stances. We intend to uncover implicit and hidden racial discourses against Asian/Asian American children’s names and naming practices through our children’s names and naming practices. The data reveal that our children’s names embrace our cultural beliefs, faiths, the wishes of parents, and family histories while being entangled with discrimination and racial discourses. Our children were also actively negotiating and (re)constructing their self-representation by having more than one name. This study provides implications regarding racially minoritized children’s names and naming practices in school and future research.
This chapter introduces TPACK development in higher education that can be applied to any colleges... more This chapter introduces TPACK development in higher education that can be applied to any colleges beyond colleges of education. Based on our experience of leadership, faculty development and our literature review, we argue that the creation of sound leadership structures aligned with the TPACK framework can promote sustainable faculty development. There are a growing number of cases that applied the TPACK framework in non-teacher-education programs. The TPACK framework can provide higher education faculty members with a comprehensive vision for technology integration in their face-to-face and online instruction. Learner-centered pedagogy has been emphasized for non-teacher-education faculty members’ professional development.
ABSTRACT This self-study explores the experiences and challenges that we as mothers of young chil... more ABSTRACT This self-study explores the experiences and challenges that we as mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what our children experienced through remote learning and how we tried to support their learning, we reflect on their former school experiences and our teacher education practices. To do this, we address the following two research questions: (1) What were our children’s experiences in remote learning during the pandemic?; and (2) What were our experiences as mothers and teacher educators in supporting our children’s remote learning during the pandemic? Adopting a collaborative self-study methodology, we collected stories of our experiences as mothers and teacher educators during our children’s remote learning. Our data were collected through participant observations, field notes, and artifacts that our children created, as well as learning materials received from their teachers and schools during the period. In addition, we recorded virtual conferences and wrote reflective journals. The suda approach, which was developed as a research method by the authors was used for data analysis. Originally from Korean culture, suda in simple English is ‘chatting extensively.’ It is different from small talk or chit-chat, though, as it can take a large amount of time, covering several stories in depth. The findings provide several implications for teacher education, school policy, and educational research.
International Journal of Educational Psychology, 2016
We challenge a common emphasis on documentation and assessment of learning for providing good edu... more We challenge a common emphasis on documentation and assessment of learning for providing good education: from the mainstream of neoliberal accountability movement to the progressive Reggio Emilia schools. We develop these arguments through discussing: 1) immeasurableness of education and learning, 2) students’ ownership/authorship of education and learning. We ground our conceptualization of educational assessment in critical dialogue, in a case of a student who requested assessment of her research project, and guided her peers and the teacher in providing different aspects of this assessment. We argue that documentation of learning on teacher’s demand leads to surveillance, discipline, distraction, teacher-student distrust, and robbing of students from ownership of their education and thus it is anti-educational
This collaborative autoethnography describes the multiple subject positions and dynamics of our i... more This collaborative autoethnography describes the multiple subject positions and dynamics of our identities as transnational female teacher educators. Decolonizing mainstream epistemology and resear...
Purpose The purpose of this study is to focus on the difference between perceptions of single and... more Purpose The purpose of this study is to focus on the difference between perceptions of single and married international students. Four aspects are discussed to explain this issue: comfort level of international students in a host environment, their cultural representation, language competence/barrier and major challenges related to the host community. Then their attachment process was discussed. Design/methodology/approach The study deployed a qualitative research methodology with purposeful sampling to gain a closer insight into the trails, experiences, feelings and perceptions of international students. Findings The findings in this qualitative research underscore the importance of the individual’s will to adjust to the host society, at the same time to preserve the valuable sense of ethnic and personal identity for each foreign student. The focus group interviews reveal that domestic students, are not necessarily hostile towards international students, but simply do not know how ...
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Papers by Sohyun Meacham